United States teachers' views of effective mathematics teaching and learning

ZDM - International Journal on Mathematics Education

Volumn 39, Issue 4, 2007, Pages 315-327

  Wang, Tao ^a   Cai, Jinfa ^b  

^a UNIVERSITY OF TULSA   (United States)

^b UNIVERSITY OF DELAWARE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 78649259527     PISSN: 18639690     EISSN: 18639704     Source Type: Journal    
DOI: 10.1007/s11858-007-0031-6     Document Type: Article

References (14)

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2. Cai, J., & Wang, T. (2006). US and Chinese teachers' conceptions and constructions of representations: a case of proportional reasoning. International Journal of Science and Mathematics Education, 4, 145-186.
3. Ernest, P. (1989). The impact of beliefs on the teaching of mathematics. In P. Ernest (Ed.), Mathematics teaching: the state of the art (pp. 249-254). New York: The Flamer Press.
4. Marton, F., Tse, L. K., & dall'Alba, G. (1996). Memorizing and understanding: the keys to the paradox? In D. A. Watkins, & J. B. Biggs (Eds.), The Chinese learner: cultural, psychological and contextual influences (pp. 69-83). Hong Kong: Comparative Education Research Centre, The University of Hong Kong and Melbourne, Australia: The Australian Council for Educational Research.
5. National Research Council (1989). Everybody counts. Washington, DC: National Academy of Sciences.
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7. National Council of Teachers of Mathematics. (1991). Professional Standards for Teaching Mathematics. Reston, VA: NCTM.
8. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
9. Robeck, E. C. (1997). United States. In D. F. Robitaille (Ed.), National contexts for mathematics and science education: an encyclopedia of the education systems participating in TIMSS. Vancouver, Canada: Pacific Educational Press.
10. Senk, S. L., & Thompson, D. R. (Eds.) (2003). Standards-based school mathematics curricula: what are they? What do students learn? Mahwah, NJ: Lawrence Erlbaum Associates.
11. Skemp, R. R. (1978). Relational understanding and instrumental understanding. Arithmetic Teacher, 26(3), 9-15.
12. Thompson, A. G. (1992). Teachers' beliefs and conceptions: a synthesis of the research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127-146). NY: Macmillan.
13. Vygotsky, L. S. (1978). Mind in society. Cambridge, Massachusetts: Harvard University Press.
14. Wang, T., & Cai, J. (2007). Chinese (Mainland) teachers' views of effective mathematics teaching and learning (in this special issue).